一种恒定时间延迟程序对智障青少年进行连锁反应教学的有效性。
The effectiveness of a constant time-delay procedure to teach chained responses to adolescents with mental retardation.
作者信息
Schuster J W, Gast D L, Wolery M, Guiltinan S
机构信息
Department of Special Education, University of Kentucky, Lexington 40506-0001.
出版信息
J Appl Behav Anal. 1988 Summer;21(2):169-78. doi: 10.1901/jaba.1988.21-169.
Abstract
The effectiveness of a 5-s constant time-delay procedure to teach three chained food preparation behaviors to four moderately retarded adolescent students was evaluated within a multiple probe design across behaviors. Results indicate that the procedure was effective in teaching all four students to make a sandwich, boil a boil-in-bag item, and bake canned biscuits. The skills maintained with at least 85% accuracy over a 3-month period. Training generalized from the school to the home setting for the 2 subjects that completed generalization probe sessions. The percentage of errors across all skills and students was less than 9%.
摘要
在一项针对行为的多重探测设计中，评估了一种5秒恒定时间延迟程序对四名中度智力发育迟缓的青少年学生教授三种连锁食物制备行为的有效性。结果表明，该程序有效地教会了所有四名学生制作三明治、煮袋煮食品和烘焙罐装饼干。这些技能在3个月的时间里保持了至少85%的准确率。对于完成泛化探测环节的2名受试者，训练从学校环境泛化到了家庭环境。所有技能和学生的错误率均低于9%。
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